Nguồn ngoài

Comprehensive Individualized Curriculum and Instructional Design (Sennott et al.)

This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

Education and Professional Development Social Sciences

Tác giả: Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, and Wendy J. Rodgers
Nhà xuất bản: Portland State University
Nguồn: LibreTexts
Giấy phép: CC BY-NC
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

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Mục lục· 66 mục

01: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs
1.01: Prelude
1.02: Guiding Principle 1: Plan with the Individual and Family
1.03: Guiding Principle 2: Promote Self-Determination throughout the Assessment Intervention and Monitoring Process
1.04: Guiding Principle 3: Examine the Current and Future Inclusive Environments
1.05: Guiding Principle 4: Utilize Universal Design for Learning Principles in Developing Modifications and Supports
1.06: Guiding Principle 5: Implement Evidence-Based Practices to Individualize Instruction
1.07: Guiding Principle 6: Use Data to Make Decisions to Improve Instruction
1.08: Conclusion
1.09: References
02: Naturalistic AAC Communication Intervention
2.01: Prelude
2.02: AAC Intervention Resources
2.03: AAC modeling Rationale
2.04: MODELER Strategy
2.05: References
03: Principles of Applied Behavior Analysis
3.01: Prelude
3.02: Defining Characteristics of Applied Behavior Analysis
3.03: Select a Socially Relevant Behavior
3.04: Measure the Behavior with a Reliable Data Collection System
3.05: Select Evidence-Based Treatment Procedures Based on Behavior Contingencies
3.06: Implement Procedures with Fidelity
3.07: Evaluate Long-term Effects of Treatment
3.08: Procedures
3.09: Procedures to Increase Behaviors
3.10: Decreasing Unwanted Behavior
3.11: Example from the Classroom
3.12: Summary
3.13: References
3.14: Appendix A- Measure Behavior
04: Developing Function-based Interventions
4.01: Prelude
4.02: Resources for Conducting a Functional Behavioral Assessment (FBA)
4.03: ABCs of Function-Based Supports
4.04: Using Assessment to Guide Function-Based Supports
4.05: Selecting Function-Based Interventions
4.06: Critical Features of Function-Based Alternative Behaviors
4.07: Teaching the Alternative Behavior Desired Behavior and Approximations
4.08: Critical Features of Function-Based Prevention Strategies
4.09: Critical Features of Function-Based Consequence Strategies
4.10: Summary
4.11: References
05: iOS 8 Accessibility
5.01: Prelude
5.02: Zoom
5.03: VoiceOver
5.04: Speech
5.05: Guided Access
5.06: AssistiveTouch
5.07: Switch Control
5.08: QuickType Dictation and Third-Party Keyboards
5.09: Display Options
5.10: Audio Options
5.11: Media
5.12: Other Options
06: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers
6.01: Prelude
6.02: A Panacea for Students Ills
6.03: Content Acquisition Podcasts
6.04: Shaping the Looks and Sounds of CAPs
6.05: Empirical Evidence for CAPs
6.06: Embedding Evidence-Based Practices within CAPs
6.07: CAP Production Steps
6.08: Conclusion
6.09: References